Curriculum / ELA / 10th Grade / Unit 4: Making the Ordinary Extraordinary: Magical Realism in Latin American Literature / Lesson 16
ELA
Unit 4
10th Grade
Lesson 16 of 22
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Determine Gladwell's central ideas about memory in the podcast.
Podcast: “Revisionist History: Free Brian Williams” by Malcolm Gladwell
Transcript: “Free Brian Williams”
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Tasks that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved.
How does Gladwell develop the idea in his podcast that memory is fallible? Use examples from the podcast to support your answer.
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Listen from 2:42–13:03. How does Brian Williams' version of the events in Iraq change over time? What is the public reaction to his story, and what is the effect on his career?
Listen from 16:31–25:23. What is a flashbulb event? What did the psychologists discover about memory by studying 9/11?
Listen to 25:24–28:06. How do people's perception of their memory compare with what research in the memory field shows?
Listen to 28:07–35:29. Compare how psychologists in the memory field responded to the Brian Williams' story versus how the media responded.
Reading and/or task to be completed at home in preparation for the next lesson.
Book: Chronicle of a Death Foretold by Gabriel GarcÃa Márquez — Chapter 2, pp. 25–38
While reading, answer the following questions.
In relation to the previous chapter, when does this chapter open?
What do you learn about the background of Bayardo San Román? Why has Bayardo San Román come to town?
What is Angela's initial reaction to Bayardo?
What is Bayardo San Román’s father known for?
What do Angela Vicario's confidantes explain to her about a woman's "honor"?
How does the narrator describe the Vicario's house? Why is that description significant?
Why does the narrator's mother consider Angela Vicario's putting on the wedding veil to be an act of courage?
How does Pura Vicario respond when Bayardo returns Angela on their wedding night?
Who does Angela identify as the man who took her virginity?
Add any new characters/details to your character map.
This reading references suicide. Make sure students are aware of this content when assigning the homework.
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RI.9-10.1 — Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2 — Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
SL.9-10.3 — Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Standards that are practiced daily but are not priority standards of the unit
L.9-10.1 — Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.6 — Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.9-10.10 — By the end of grade 9, read and comprehend literary nonfiction in the grades 9—10 text complexity band proficiently, with scaffolding as needed at the high end of the range.<br />By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9—10 text complexity band independently and proficiently.
SL.9-10.1 — Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
SL.9-10.6 — Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
W.9-10.9 — Draw evidence from literary or informational texts to support analysis, reflection, and research.
W.9-10.9.b — Apply grades 9—10 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning").
W.9-10.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Next
Analyze what the characterization of Bayardo, Angela, and the circumstances of their marriage reveal about honor in this society.
Observe and analyze paintings within the magical realism style.
Standards
RL.9-10.7SL.9-10.1SL.9-10.6
Analyze how the villagers' response to the drowned man reveals the symbolism of his character.
RL.9-10.3RL.9-10.4
Analyze how García Márquez uses characterization to convey a theme.
RL.9-10.2RL.9-10.3
Analyze how characters and events develop Allende's theme about words/language.
Analyze how Cortázer uses diction and narrative perspective to establish an eerie mood.
RL.9-10.4RL.9-10.5RL.9-10.6
Rewrite a scene from "House Taken Over" from the narrative point of view of Irene, maintaining characterization and mood.
W.9-10.3
Analyze the effect the Book of Sand has on the narrator and the symbolism of his transformation.
RL.9-10.3RL.9-10.4RL.9-10.5
Analyze the diction and imagery Paz uses to describe the different stages of the narrator's relationship with the wave.
L.9-10.5RL.9-10.3RL.9-10.4
Analyze Bender's structural choices in "The Rememberer" and how those contribute to the meaning of the text.
RL.9-10.5RL.9-10.6
Analyze how diction and narrative point of view reveals the central conflict within the story.
RL.9-10.3RL.9-10.4RL.9-10.6
Analyze how the girls' experience at St. Lucy's serves as an allegory for assimilation.
RL.9-10.2RL.9-10.4RL.9-10.5
Brainstorm ideas for a magical realism short story, and then plan out one idea fully using a graphic organizer.
Draft a magical realism short story, focusing on opening the story in medias res and transitioning between scenes.
W.9-10.3W.9-10.3.aW.9-10.3.c
Revise your story draft to include imagery and dialogue.
Analyze the characterization of Santiago Nasar and the town as well as the structure of the opening chapter.
RL.9-10.3RL.9-10.5
RI.9-10.1RI.9-10.2SL.9-10.3
Analyze how the Vicario brothers' actions and the community's response develop the ideas of honor and machismo.
Analyze how the details and structure of Chapter 4 contribute to the theme of truth in the novel.
RL.9-10.2RL.9-10.3RL.9-10.5
Analyze how the final chapter resolves conflicts in the novel and develops the theme of truth.
Engage in a Socratic seminar considering the larger themes of guilt and blame in Chronicle of a Death Foretold, supporting arguments with strong textual evidence.
SL.9-10.1SL.9-10.1.aSL.9-10.1.bSL.9-10.1.cSL.9-10.1.d
Write a well-developed essay explaining how the structure of Chronicle of a Death Foretold reveals an important theme from the novella.
RL.9-10.2RL.9-10.5W.9-10.1W.9-10.9.a
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